Evaluating Turkish Science Curriculum with PISA Scientific Literacy Framework

Autor/inn/en	Cansiz, Nurcan; Cansiz, Mustafa
Titel	Evaluating Turkish Science Curriculum with PISA Scientific Literacy Framework
Quelle	In: Turkish Journal of Education, 8 (2019) 3, S.217-236 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Cansiz, Nurcan) ORCID (Cansiz, Mustafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-2858
Schlagwörter	Science Education; Science Curriculum; Scientific Literacy; Science Process Skills; Scientific Attitudes; Knowledge Level; Context Effect; Educational Objectives; Curriculum Development; Foreign Countries; Achievement Tests; International Assessment; Middle School Students; Elementary School Students; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Wissensbasis; Educational objective; Bildungsziel; Erziehungsziel; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Türkei
Abstract	Any society needs more scientifically literate citizens even if they do not follow a career in science. In the 2015 PISA assessment, Turkey ranked 34th among 35 OECD countries based on science literacy scores. The relatively unsuccessful results of Turkey from international level examinations like PISA has necessitated the questioning of various components of science education. One of these components is surely the science curriculum. Being aware of this, we investigated the primary and middle school Turkish science curriculum for the balance of science literacy aspects based on the PISA 2015 science literacy framework. This framework defines scientific literacy under four aspects, namely contexts, knowledge, competencies, and attitudes. The results revealed that the Turkish science curriculum does not adequately reflect all dimensions of science literacy and is dominated by the pure knowledge of the content of science. The curriculum developers should consider these two points in future curriculum revisions to increase our success in international examinations like PISA and to help raise scientifically literate students. (As Provided).
Anmerkungen	Turkish Journal of Education. Available from: Mehmet Tekerek. Azerbaycan Avenue 64/22 Onikisubat, Kahramanmaras TR 46040 Turkey. Tel: +90-505-383-7988; e-mail: turjeorg@gmail.com. Web site: https://dergipark.org.tr/en/pub/turje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01